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An Exploration of Ipad Use in Hands-On Science Activities

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An Exploration of Ipad Use in Hands-On Science Activities IPADS IN THE EARLY CHILDHOOD SCIENCE CLASSROOM: AN EXPLORATION OF IPAD USE IN HANDS-ON SCIENCE ACTIVITIES Catherine Wilson BEd(EC) (CQUniversity), PgCertEd (ACU) Principal Supervisor: Dr Linda Knight Associate Supervisor: Professor Lyn English Submitted in fulfilment of the requirements for the degree of Master of Philosophy (Education) Centre for Learning Innovation Faculty of Education Queensland University of Technology 2019 Keywords artefact centric activity theory, augmented reality, early childhood, hands-on activities, education, iPad, motion, movement, science, social cognitive theory, mobile technology, thematic analysis, virtual manipulative iPads in the early childhood science classroom: an exploration of iPad use in hands-on science activities Page i Abstract More than ever before, Australian educational efforts are focused on developing scientifically and technologically literate citizens. The types of learning experiences that occur from the earliest years of schooling, such as hands-on science activities, play a foundational role in this endeavour. These educational experiences must move toward integrating science and technology. The artificial boundaries between these learning areas often seen in schools, and in the Australian Curriculum, do not reflect real-world science practice. The growing ubiquity of mobile technology devices such as iPads in early childhood classrooms presents opportunities for learning experiences that fuse technology and science. There is a growing body of work on the increasingly significant role that technology, such as iPads, can play in contemporary science learning activities. However, much of this work has focused on using technology as part of the study of life sciences. Little research exists into the affordances and opportunities offered by the iPad when used in science learning experiences about the concept of movement in early childhood education. This thesis addresses this gap in the literature. The purpose of this qualitative case study was to explore the affordances and uses of the iPad in Prep classrooms during the study of movement. Teacher planning documentation, classroom observations and semi-structured interviews were analysed using a theoretical framework developed from Social Cognitive Theory and Artefact Centric Activity Theory. Placing the iPad at the centre of the hybrid thematic analysis revealed three key affordances the iPad offered to hands-on science activities about movement. The iPad offered observational and investigative learning positions; enabled miraculous transformations of time, space and materials; and offered the affordance of creative variation. The appeal of the iPad is high, and it was found to distract attention from hands-on activities on some occasions. The iPad was used to record hands-on science activities and then to view these recordings for various purposes. Virtual manipulative and augmented reality apps that represented the concept of motion were used on the iPads. Exploring the affordances and uses of the iPad in hands-on activities about movement revealed the means by which iPads enhanced and augmented these activities. The findings of this study describe the affordances offered by the iPad when integrated into hands-on science activities about movement. These findings suggest ways that educators may achieve greater integration of science and technology learning experiences in early years classrooms. iPads in the early childhood science classroom: an exploration of iPad use in hands-on science activities Page ii Table of Contents Keywords ..................................................................................................................................................... i Abstract ...................................................................................................................................................... ii Table of Contents ..................................................................................................................................... iii List of Figures ............................................................................................................................................ v List of Tables ............................................................................................................................................. vi List of Abbreviations ............................................................................................................................... vii Statement of Original Authorship .......................................................................................................... viii Acknowledgments ..................................................................................................................................... ix 1 CHAPTER 1: INTRODUCTION .................................................................................................... 10 1.1 Outline of the problem .................................................................................................................. 10 1.1.1 Definition of terms ....................................................................................................... 12 1.2 Context .......................................................................................................................................... 15 1.3 Purposes ........................................................................................................................................ 17 1.4 Significance ................................................................................................................................... 17 1.5 Thesis Outline ............................................................................................................................... 18 2 CHAPTER 2: LITERATURE REVIEW ....................................................................................... 19 2.1.1 Research Questions and Theoretical Framework .......................................................... 19 2.1.2 Social Cognitive Theory and Science Education .......................................................... 20 2.1.3 Artefact-Centric Activity Theory ................................................................................. 24 2.2 Science Education ......................................................................................................................... 28 2.2.1 Science Education in Australia ..................................................................................... 28 2.2.2 Inquiry Learning in Science ......................................................................................... 31 2.3 Teaching the Science of Movement in Prep Classrooms ............................................................ 34 2.4 Teaching with Technologies in Primary Schools (Practice) ........................................................ 35 2.4.1 Teaching Science with Technologies ........................................................................... 38 2.5 Digital and material science activities .......................................................................................... 39 2.5.1 Hands-on Activities in Science Education .................................................................... 39 2.5.2 iPads in Hands-on Science Activities ........................................................................... 40 2.6 Implications ................................................................................................................................... 47 3 CHAPTER 3: RESEARCH DESIGN ............................................................................................. 48 3.1 Methodology ................................................................................................................................. 48 3.1.1 Introduction and Overview ........................................................................................... 48 3.1.2 Research Questions and Methodology ......................................................................... 49 3.2 Participants and research site ........................................................................................................ 51 3.2.1 The Researcher’s Role ................................................................................................. 53 3.3 Instruments and Data collection Procedures ................................................................................ 54 3.4 Data Analysis ................................................................................................................................ 57 3.4.1 Analysis Methods ........................................................................................................ 58 3.5 Ethics and Limitations .................................................................................................................. 61 3.6 Chapter Summary ......................................................................................................................... 68 iPads in the early childhood science classroom: an exploration of iPad use in hands-on science activities Page iii 4 CHAPTER 4: RESULTS .................................................................................................................. 69 4.1 iPad integration into science lessons ............................................................................................ 70 4.2 iPad as recording and replaying device .......................................................................................
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